Enhancing Junior High School Students’ Motivation in Physics Learning through Kahoot! Based Gamification: An ARCS Model Approach

DOI: https://doi.org/10.26618/5ahhrt95

Authors

  • Maria Yuliana Kua Science Education Study Program, STKIP Citra Bakti, Indonesia
  • Egidius Dewa Physics Education Study Program, Widya Mandira Catholic University, Indonesia
  • Yohana Patricia Pedhu Lobe Science Education Study Program, STKIP Citra Bakti, Indonesia

ARCS model, gamification, kahoot!, physics education, student motivation

Abstract

Motivation plays a pivotal role in shaping students’ engagement and achievement, particularly in subjects such as physics that are often perceived as difficult and abstract. Numerous studies have shown that low motivation among junior high school students contributes to poor performance and limited participation, highlighting the urgency of innovative instructional approaches that can foster interest and persistence. Gamification has emerged as a promising solution, with platforms such as Kahoot! providing interactive features designed to increase student engagement through competition, feedback, and collaboration. The objective of this study was to examine the effectiveness of Kahoot!-based gamification in enhancing students’ learning motivation in physics, measured comprehensively using Keller’s ARCS model (Attention, Relevance, Confidence, and Satisfaction). A quasi-experimental design with a one-group pretest–posttest approach was employed, involving 175 eighth-grade students from six junior high schools in East Nusa Tenggara, Indonesia. Data were collected through a validated ARCS-based motivation questionnaire and analyzed using descriptive statistics, the Wilcoxon Signed-Rank Test, effect size calculation, and normalized gain (N-Gain). The findings revealed a significant increase in students’ motivation, with overall scores rising from 3.15 to 4.10, a large effect size (r = 0.85), and a medium N-Gain (0.51). The greatest improvement occurred in Attention, while Satisfaction increased the least. These results confirm that Kahoot! effectively improves multiple dimensions of motivation and demonstrates its value as an innovative tool for fostering interactive, student-centered physics learning. The novelty of this study lies in applying the ARCS framework to analyze gamification outcomes in junior high school physics, thereby contributing empirical evidence and practical insights for advancing physics education in Indonesia and similar contexts.

References

Aldalur, I., & Perez, A. (2023). Gamification and discovery learning: Motivating and involving students in the learning process. Heliyon, 9(1), 1-14. https://doi.org/10.1016/j.heliyon.2023.e13135

Andari, R. (2020). Pemanfaatan media pembelajaran berbasis game edukasi Kahoot! pada pembelajaran fisika. ORBITA: Jurnal Kajian, Inovasi dan Aplikasi Pendidikan Fisika, 6(1), 135–142. https://media.neliti.com/media/publications/519971-none-229ffc83.pdf

Asniza, I. N., Zuraidah, M. O. S., Baharuddin, A. R. M., Zuhair, Z. M., & Nooraida, Y. (2021). Online game-based learning using Kahoot! to enhance pre-university students’ active learning: A students’ perception in biology classroom. Journal of Turkish Science Education, 18(1), 145–160. https://doi.org/10.36681/tused.2021.57

Baguio, F., Rama, F. M. I., Rico, J. M. L., & Salazar, D. A. (2021). Grade 8 learner’s achievement and motivation level in geometry using Kahoot! as a formative assessment. Journal of Physics: Conference Series, 1835(1), 1-9. https://doi.org/10.1088/1742-6596/1835/1/012014

Bahri, A., & Nurhidayah. (2024). Increasing learning motivation through Kahoot as a media game-based learning. Journal of Education Technology, 8(3), 403–410. https://doi.org/10.23887/jet.v8i3.68365

Bouchrika, I., Harrati, N., Wanick, V., & Wills, G. (2021). Exploring the impact of gamification on student engagement and involvement with e-learning systems. Interactive Learning Environments, 29(8), 1244–1257. https://doi.org/10.1080/10494820.2019.1623267

Bunyamin, A. C., Juita, D. R., & Syalsiah, N. (2020). Penggunaan Kahoot sebagai media pembelajaran berbasis permainan sebagai bentuk variasi pembelajaran. Gunahumas, 3(1), 43–50. https://doi.org/10.17509/ghm.v3i1.28388

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Los Angeles, CA: SAGE Publications.

Daryanes, F., & Ririen, D. (2020). Efektivitas penggunaan aplikasi Kahoot sebagai alat evaluasi pada mahasiswa. JNSI: Journal of Natural Science and Integration, 3(2), 172-186. https://www.researchgate.net/publication/346551178_Efektivitas_Penggunaan_Aplikasi_Kahoot_Sebagai_Alat_Evaluasi_pada_Mahasiswa

Deci, E. L., & Ryan, R. M. (2000). The what and why of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01

Di Blasi, M., De Angelis, I., & Postiglione, A. (2022). The usage of Kahoot! during activities for schools on physics. Il Nuovo Cimento C, 45(6), 1–4. https://doi.org/10.1393/ncc/i2022-22220-7

Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed and what remains uncertain: A critical review. International Journal of Educational Technology in Higher Education, 14(1), 1-36. https://doi.org/10.1186/s41239-017-0042-5

Fazriyah, N., Saraswati, A., Permana, J., & Indriani, R. (2020). Penggunaan aplikasi Kahoot! pada pembelajaran media dan sumber pembelajaran SD. Didaktik: Jurnal Ilmiah PGSD STKIP Subang, 6(1), 139–147. https://doi.org/10.36989/didaktik.v6i1.119

Field, A. P. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). Sage.

Fraenkel, J. R., & Wallen, N. E. (2019). How to design and evaluate research in education (7th ed.). McGraw-Hill Higher Education.

Freitas, F. O. S. R., Scafuri, A. G. S., Scafuri, M. A. S., Teixeira, C. S., Silva, I. N., Lucena, J. D., Neto, J., & Cerqueira, G. (2020). Kahoot as a tool in the anatomy teaching and learning process: Teaching gamification. The FASEB Journal, 34(S1), 09901. https://doi.org/10.1096/fasebj.2020.34.s1.09901

Ghawail, E. A. A., & Yahia, S. B. (2022). Using the e-learning gamification tool Kahoot! to learn chemistry principles in the classroom. Procedia Computer Science, 207, 2667–2676. https://doi.org/10.1016/j.procs.2022.09.325

Hake, R. R. (1999). Analyzing Change/Gain Scores. USA: Dept of Physics Indiana University.

Hidayat, I., Supriani, A., Setiawan, A., & Lubis, A. (2023). Implementation of the Kahoot application as an interactive learning medium with students of SMP Negeri 1 Kunto Darussalam. Journal on Education, 6(1), 6933-6942. https://jonedu.org/index.php/joe/article/view/3924

Humairah, N. A., Rosman, A., Amir, F., Kalum, U., Ilda (2025). Analysis of the impact of contextual teaching and learning integrated with Quizizz on high school students’ learning outcomes. Jurnal Pendidikan Fisika, 13(2), 243–259. https://journal.unismuh.ac.id/index.php/jpf/article/view/17915

Iju, M. V., Dinatha, N. M., Rewo, J. M., & Kua, M. Y. (2025). Development of science learning media based on science literacy on the topic of series and parallel circuits in junior high school. Edunesia: Jurnal Ilmiah Pendidikan, 6(1), 331–343. https://doi.org/10.51276/edu.v6i1.1112

Iman, N., Ramli, M., & Saridewi, N. (2021). Kahoot as an assessment tool: Students’ perception of game-based learning platform. Jurnal Penelitian dan Pembelajaran IPA, 7(2), 245–252. https://doi.org/10.30870/jppi.v7i2.8304

Kalogiannakis, M., Papadakis, S., & Zourmpakis, A.-I. (2021). Gamification in science education: A systematic review of the literature. Education Sciences, 11(1), 1-36. https://doi.org/10.3390/educsci11010022

Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach. Springer. https://doi.org/10.1007/978-1-4419-1250-3

Kiraga, F. (2023). A study of problem solving in physics learning: A systematic review. EduFisika: Jurnal Pendidikan Fisika, 8(3), 311–324. https://doi.org/10.59052/edufisika.v8i3.29446

Meltzer, D. E. (2002). Metode penelitian pendidikan: Pendekatan kuantitatif, kualitatif dan R&D. Alfabeta.

Navos, D. B., Ordoña, M. B., Llorente, J. M., & Camarao, M. K. G. (2024). Teachers’ difficulty and coping strategies in physics. International Journal of Multidisciplinary: Applied Business and Education Research, 5(4), 1384–1389. https://doi.org/10.11594/ijmaber.05.04.22

Nurlina, N. (2020). Application of guided inquiry learning model towards science process skills. Jurnal Pendidikan Fisika, 8(1), 64-77. https://doi.org/10.26618/jpf.v8i1.3201

Nurtanto, M., Kholifah, N., Ahdhianto, E., Samsudin, A., & Isnantyo, F. D. (2021). A review of gamification impact on student behavioural and learning outcomes. International Journal of Interactive Mobile Technologies (iJIM), 15(21), 22–36. https://doi.org/10.3991/ijim.v15i21.24381

Pallant, J. (2020). SPSS Survival Manual: A step by step guide to data analysis using IBM SPSS (7th ed.). Routledge. https://doi.org/10.4324/9781003117452

Patar, M. N. A., Nazri, N. A. A., Razlan, R., Embong, Z., Ahmad, S., & Mahmud, J. (2024). Gamification and its impact on learning fundamental physics: A meta-analysis. International Journal of Academic Research in Business and Social Sciences, 14(9), 1555–1579. https://doi.org/10.6007/ijarbss/v14-i9/22701

Petrusly, P., Kollo, F. L., Bani, M. D. S., Mahfud, T., & Zulkarnain, Z. (2024). The effect of gamification using Kahoot on students’ critical thinking abilities: The role of mediating learning engagement and motivation. Kurdistan Journal of Applied Research, 30(5), 953-963. https://doi.org/10.53555/kuey.v30i5.1524

Polit, D. E., & Beck, C. T. (2006). Essentials of nursing research (6th ed.). Lippincott Williams & Wilkins.

Rahmawati, S. (2023). Efektivitas penggunaan aplikasi Kahoot dalam pembelajaran IPA SD. Jurnal Elementary: Kajian Teori dan Hasil Penelitian Pendidikan Sekolah Dasar, 6(1), 30–34. https://doi.org/10.31764/elementary.v6i1.12834

Razali, N. M, & Wah, Y. B. (2011). Power comparisons of Shapiro–Wilk, Kolmogorov–Smirnov, Lilliefors and Anderson–Darling tests. Journal of Statistical Modeling and Analytics, 2(1), 21–33. https://www.researchgate.net/publication/267205556_Power_Comparisons_of_Shapiro-Wilk_Kolmogorov-Smirnov_Lilliefors_and_Anderson-Darling_Tests

Rini, E. F. S. Oktavia, W. D., & Hong, D. H. (2024). The learning cycle 5e model: motivation and learning outcomes in physics learning. EduFisika: Jurnal Pendidikan Fisika, 9(1), 81–87. https://doi.org/10.59052/edufisika.v9i1.29642

Sakdah, M. S., Prastowo, A., & Anas, N. (2021). Implementasi Kahoot sebagai media pembelajaran berbasis game-based learning terhadap hasil belajar dalam menghadapi era revolusi industri 4.0. EDUKATIF: Jurnal Ilmu Pendidikan, 4(1), 487–497. https://doi.org/10.31004/edukatif.v4i1.1845

Santoso, J. T. B., & Widiyanti, A. (2022). Kahoot! sebagai inovasi evaluasi hasil belajar siswa yang efektif dan menyenangkan. JINoP (Jurnal Inovasi Pembelajaran), 8(2), 171–184. https://doi.org/10.22219/jinop.v8i2.21384

Setiaji, B., Wiyatmo, Y., Diyana, T. N., Pujianto, P., Gustama, M. W., Vidaroini, S., Solehati, C., Sakinata, A. M., Febriani, F., & Bunma, C. (2024). An analysis of physics learning motivation using a case study-based learning motivation assessment instrument. Jurnal Inovasi Pendidikan IPA, 10(2), 111–119. https://doi.org/10.21831/jipi.v10i2.75815

Sindi, S., Nurlina, N., & Marisda, D. H. (2023). Efektivitas pembelajaran dengan asesmen berbasis Kahoot terhadap motivasi belajar fisika peserta didik. ORBITA: Jurnal Pendidikan dan Ilmu Fisika, 9(2), 314–318. https://doi.org/10.31764/orbita.v9i2.19315

Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning: A literature review. Computers & Education, 149, 1-22. https://doi.org/10.1016/j.compedu.2020.103818

Wangchuk, D., Wangdi, D., Tshomo, S., & Zangmo, J. (2023). Exploring students’ perceived difficulties of learning physics. Educational Innovation and Practice, 6, 1-11. https://doi.org/10.17102/eip.6.2023.03

Published

2025-09-30

How to Cite

Enhancing Junior High School Students’ Motivation in Physics Learning through Kahoot! Based Gamification: An ARCS Model Approach. (2025). Jurnal Pendidikan Fisika, 13(3), 539-559. https://doi.org/10.26618/5ahhrt95

How to Cite

Enhancing Junior High School Students’ Motivation in Physics Learning through Kahoot! Based Gamification: An ARCS Model Approach. (2025). Jurnal Pendidikan Fisika, 13(3), 539-559. https://doi.org/10.26618/5ahhrt95